ABSTRACT
The research introduced in this book establishes that school design matters for child development as children’s sense of place was found to be created or hindered through school design. Two hypotheses of this book are confirmed: that schools with better quality of spatial articulation will engender a higher degree of sense of place, and that the Place Generators frequently found in the memory sketch of children and adults involve spatial configurations that help construct sense of place.
School is the first place that a child encounters potential positive child development that can accelerate cognitive developmental shifts when the aesthetic environment creates a sense of place that imprints memory place for a lifetime.
